New Mexico K–6 health standards

Describe how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, personal safety);

Describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others); and

Describe what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention).

Recognize different emotions;

Identify compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination); and

List positive health choices and activities that promote health and help prevent diseases.

Identify the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity);

Describe how stress and emotions affect the body systems; and

Utilize correct terminology for the human body.

Recognize the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Recognize the influences of media and peer pressure on health.

Name common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Name common social health issues of children in same age group (e.g., peer pressure, relationships);

Name common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Name common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Identify symptoms of illness (e.g., runny nose, coughing, fever, stomachache, sadness);

List individuals that can help with detecting and treating childhood injuries and illnesses (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Identify the benefits of following the directions of health care providers;

List safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Describe the importance of taking personal responsibility for actions.

Recognize safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Identify appropriate adults to talk to regarding health and safety issues; and

Recognize health-promoting products and services (e.g., food choices, community services, physical activity).

Recall own address and phone number; identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult); and

Recognize unsafe environments/situations.

Recognize that media messages may be misleading;

Recognize safety officials (e.g., police, fire, security, crossing guard); and

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

List responsible health behaviors (e.g., washing hands, brushing teeth, exercise);

Identify where to go when you don't feel good (e.g., parent, teacher, school nurse);

Recognize the importance of hygiene (e.g., washing hands to avoid colds); and

Identify personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

List safety rules; and

List safe and unsafe situations.

Identify substances that are unsafe to touch (e.g., blood, bleach, needles); and

Practice safety rules at home, in school and in the community.

List situations that may be dangerous; and

List trusted adults to go to when faced with a dangerous situation.

Practice stress management skills (e.g., daily physical activity, singing, being read to).

List similarities and differences in cultures within the community; and

List how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

List different forms of media (e.g., television, newspaper, magazines, radio);

List the purposes for media (e.g., entertain, sell products, promote services);

Understand that not all media messages are true; and

Understand how media influences feelings and thoughts.

List different forms of technology (e.g., computers, video games, microwaves, cell phones);

List the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

Understand that technology affects how we live.

Describe the differences between verbal and non-verbal communication;

Understand that people communicate in different ways; and

Recognize different feelings and the verbal and non-verbal forms of communication associated with them.

List characteristics of behaviors that are healthy; and

Identify actions to help friends make healthy decisions.

Identify feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited); and

Identify how to express feelings in a positive way.

Demonstrate the ability to use "I" statements.

Understand the importance of letting people speak without interruption;

Understand when it is appropriate to interrupt for health needs; and

Recognize when someone is telling you to do something that is wrong.

List the differences between negative and positive behaviors; and

List situations that cause conflict.

List non-violent strategies to resolve conflict;

List situations that cause conflict;

List steps in the decision-making process.

List examples of when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied);

List consequences of actions (e.g., wearing a seat belt will help avoid injuries if in a car accident).

List what personal health goals are appropriate for your age (e.g., wash hands, wear seat belts).

List ways to convey accurate health information and ideas (e.g., storytelling, talking to a health professional).

Be able to express feelings to others (e.g., when they are sick, feel unsafe).

Identify appropriate adults to go to for health issues (e.g., who is a safe adult to go to when you are being bullied).

List positive health choices.

Identify how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, personal safety);

Identify characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others); and

Recognize what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention).

Describe different emotions;

Describe compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination); and

Recall positive health choices and activities that promote health and help prevent diseases.

Know the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity);

Identify and list how stress and emotions affect the body systems; and

Understand correct terminology for the human body.

Describe the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco and other drugs, food contamination, poisonous substances);

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Describe the influences of media and peer pressure on health.

Describe common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Describe common social health issues of children in same age group (e.g., peer pressure, relationships);

Describe common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Describe common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Describe symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

List individuals that can help with detecting and treating childhood injuries and illnesses (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Describe the benefits of following the directions of health care providers;

Describe safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Describe the importance of taking personal responsibility for actions.

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Identify health-promoting products and services (e.g., food choices, community services, physical activity); and

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult).

Understand how to use emergency phone numbers (e.g., 911, poison control);

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Recognize unsafe environments/situations; and

Identify where to seek valid health information.

Recognize that media messages may be misleading;

Recognize the goals of media (e.g., sell, entertain); and

Recognize safety officials (e.g., police, fire, security, crossing guard); and

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Recognize responsible health behaviors in self and others (e.g., personal hygiene, not drinking and driving, daily physical activity, eating fruits and vegetables); and

Demonstrate conflict resolution skills.

Describe where to go when you don't feel good (e.g., parent, teacher, school nurse);

Demonstrate the importance of hygiene (e.g., washing hands to avoid colds); and

Recognize personal safety rules (e.g., don't push others, playground safety, don't go with strangers).

Identify when to report dangerous situations to an adult; and

Demonstrate safety rules at home, in school and in the community.

Identify trusted adults to go to when faced with a threatening situation.

Identify situations that cause stress and recognize that stress is not always negative (e.g., bullies, going to a birthday party, reading out loud); and

List activities that help reduce stress (e.g., physical activity, reading).

Recognize similarities and differences in cultures within the community;

Recognize how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys); and

Identify different forms of media (e.g., television, newspaper, magazines, radio);

Identify the purposes for media (e.g., entertain, sell products, promote services);

Understand that not all media messages are true; and

Recognize how media influences feelings and thoughts.

Identify different forms of technology (e.g., computers, video games, microwaves, cell phones);

Identify the purposes for technology (e.g., convenience, entertainment, selling products, promoting services); and

Understand that technology affects how we live.

List different types of families (e.g., two parents, single parents, extended families).

Identify the differences between verbal and non-verbal communication;

Describe how people communicate in different ways; and

Recognize different feelings and the verbal and non-verbal forms of communication associated with them.

List ways that a person can show responsibility for his/her own health behaviors.

Explain feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited); and

Explain how to express feelings in a positive way.

Demonstrate the ability to appropriately use "I" statements in communication.

Demonstrate listening skills as a tool to enhance relationships;

Describe when it is appropriate to interrupt for health needs; and

Recognize when someone is telling you to do something that is wrong.

Identify common conflict situations that occur among friends, family members and others;

Describe possible causes of conflict; and

Explain the differences between negative and positive behaviors used in conflict situations.

Identify common conflict situations that occur among friends, family members and others; and

Explain non-violent strategies to resolve conflict.

Identify when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied).

Recognize methods to convey accurate health information and ideas.

Discuss when it is appropriate to express opinions about health issues.

List places and people in the school and community you can go to for health information (e.g., school nurse, doctor's office).

List ways to help others make healthy choices.

Understand the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Identify and describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others);

Discuss what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention); and

List the steps associated with refusal skills and their relationship to the decision-making process.

Understand different emotions;

Recognize compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify and understand the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination);

Understand positive health choices and activities that promote health and help prevent diseases; and

Describe different types of family units and their relationship to health (e.g., single, grandparent, same sex parents).

Recognize how stress and emotions affect the body systems;

Utilize correct terminology for the human body; and

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Understand the influences of media and peer pressure on health.

Recognize common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Recognize common social health issues of children in same age group (e.g., peer pressure, relationships);

Recognize common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Recognize common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

Recognize symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

List individuals that can help with detecting and treating childhood injuries and illnesses and explain what role the individuals play (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Understand the benefits of following the directions of health care providers;

List and understand safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Understand the importance of taking personal responsibility for actions.

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Demonstrate universal precautions in handling unsafe/contaminated products and materials (e.g., blood-borne pathogens);

Identify health-promoting products and services (e.g., food choices, community services, physical activity);

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult); and

Analyze health information that may be confusing or contradictory (e.g., from media, peers, siblings).

Demonstrate ability to use emergency phone numbers (e.g., 911, poison control);

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Recognize unsafe environments/situations;

Identify where to seek valid health information; and

Identify location of first aid kit/station.

Identify media messages that may be misleading;

Identify the goals of media (e.g., sell, entertain); and

Explain the role of safety officials (e.g., police, fire, security, crossing guard); and

Explain the role(s) of safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Role play conflict resolution skills; and

Identify behaviors that promote healthy relationships (e.g., sharing, supporting, caring, listening).

Identify the relationship between physical activity and nutrition as related to healthy development; and

Identify ways in which diseases are transmitted or are not transmitted (e.g., HIV, common cold, measles).

Identify when food is safe to eat (e.g., recognize expiration dates);

Recognize and demonstrate safety rules at home, in school and in the community.

Recognize how peer pressure can lead to dangerous or risky situations; and

Demonstrate conflict resolution skills.

Identify the body's reaction to stressful situations (e.g., fight or flight, increased heart rate); and

Demonstrate stress management skills.

Describe how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

Describe the purposes for media (e.g., entertain, sell products, promote services);

Identify how to determine if media messages are true; and

Describe different forms of technology (e.g., computers, video games, microwaves, cell phones);

Describe how technology affects how we live.

Recognize that there are multiple messages about health, based on values and beliefs.

Demonstrate the differences between verbal and non-verbal communication;

Demonstrate how people communicate in different ways; and

Recognize and describe different feelings and the verbal and non-verbal forms of communication associated with them.

Explain the importance of assuming personal responsibility for health behaviors.

Demonstrate feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited);

Demonstrate how to express feelings in a positive way; and

Demonstrate how to respond appropriately to other people's needs, wants and feelings.

Identify respectful and caring acts of self and others; and

Demonstrate the ability to appropriately use "I" statements in communication.

Describe and demonstrate listening skills as a tool to enhance relationships;

Demonstrate when it is appropriate to interrupt for health needs; and

Recognize when someone is telling you to do something that is wrong.

Demonstrate conflict mediation and conflict resolution skills.

Demonstrate conflict mediation and conflict resolution skills.

Explain when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied); and

Set health-related goals (e.g., wear seat belts, be active every day, wash hands).

Describe how to communicate with others about making healthy choices.

List places, resources and people in the school and community you can go to for health information (e.g., school nurse, doctor's office, books).

Describe how to help others make healthy choices.

Explain how personal daily choices can affect future health status.

Describe how changes during adolescence affect mental, emotional, social and physical health;

Identify positive stress reduction techniques and the impact on mental, emotional, social and physical health during adolescence; and

Describe patterns of addiction and its influence on mental, emotional, social and physical health during adolescence.

Explain how school, religion, culture, community, society and media, along with other outside influences (such as federal, state or local laws, policies, etc.), impact personal health decisions; and

Understand the importance of maintaining the environment and promoting its use for stress reduction, wellness and recreational activities.

Identify ways to access health care providers within the community and state; identify how family history, genetics and preventive health care can affect personal health.

Analyze health-promoting products and services (i.e., food choices, community services, physical activity, etc.); and

Analyze health information that may be confusing or contradictory (i.e., from media, peers, siblings, etc.).

Analyze why media messages may be misleading;

Explain the goals of media (i.e., sell, entertain, etc.); and

Identify cost of health resources in the community and compare benefits of those that are more affordable (i.e., walking vs. joining a club for exercise, etc.); and

Identify situations related to a health crisis and formulate solutions to intervene or prevent the crisis (i.e., a friend tells you he is thinking about suicide; a friend tells you he is smoking, etc.); and

Recognize and identify professional health services in the community.

Describe the consequences of personal health choices and their effects; and

Identify negative or harmful behaviors in relationships and identify strategies to resolve the situation.

Identify factors that contribute to intentional and unintentional injuries (i.e., use of alcohol/other drugs, steroid use, food safety, etc.);

Identify strategies to prevent intentional and unintentional injuries; and

Demonstrate refusal skills in the context of dangerous situations (i.e., tobacco, alcohol, other drugs, inappropriate touch, etc.).

Identify stressors and strategies to reduce their harmful effects;

Identify the immediate and long term effects of stress on the body; and

Identify ways to manage stress.

Identify community and cultural factors that influence health (i.e., religion, values, habits, money, gender, ethnicity, etc.); and

Compare cultural values and beliefs with personal values and beliefs and identify how they relate to health behaviors and choices.

Identify sources that can help to determine whether media messages are true or false; and

Apply refusal skills in choices related to media messages.

Describe advances in technology and how they positively and negatively impact personal and family health (i.e., use of computers and television vs. physical activity time, effects on communication skills, access to medical care, etc.).

Recognize that there are multiple messages (positive and negative) about health from peers; and

Recognize and describe different feelings and verbal and non-verbal forms of communication associated with them; and

Recognize cultural diversity and its influence on verbal and non-verbal communication;

Identify factors in the community (i.e., faith, values, habits, budgets, etc.) that influence behaviors of families and peers that affect interpersonal communication; and

Describe how values are formed.

Recognize feelings associated with different situations (i.e., conflict - frustration/satisfaction; birthday - happy/excited, etc.);

Describe and demonstrate how to express feelings in a positive way; and

Describe and demonstrate how to respond appropriately to other people's needs, wants and feelings.

Describe and demonstrate communication skills as a tool to enhance relationships;

Discuss aggressive, passive and assertive ways to respond to conflict; and

Identify personal strengths, needs and health risks; and

Develop a personal wellness plan that addresses a personal health need and goal.